Gcu College Of Educationlesson Plan Template032014teacher Candidateg ✓ Solved

GCU College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Jacqueline Ephraim /03/2016 Persuasive Writing Persuasive Writing (Commercial Advrtisement) I. Planning Lesson summary and focus : The students will learn how to identify the strenghths and weaknesses of a persuasive argument. Classroom and student factors : The students composing the class are Group 1 Dessie, Donnie, and Emma. Dessie is White Donnie is African American, and Emma is White. All students in this first group do not have a IEP and thet are all at grade level.

Group 2 conist of Aurturo, Diana, and Wayne. Students in group 2 are all one year below grade level. Arturo is Hispanic,Diana is white, and Wayne is white. My last group of students group 3 are all above grade level and it includes the following students Bertie is Asian, Sharlne is white, and Stuart is Is white as well. The internet connection level among all the groups are you have one student out of all three groups who do not have internet access at home.

Since his reading is below grade level, Arturo may not comprehend word questions, and this may affect his performance during the lesson. Bertie is female with good reading ability. Her performance in reading is at one above grade level. Though parental involvement is low, she has internet connection at home and this may help with some online practice. Bertie may not get much help at home since parental involvement is low.

This may mean that teaching in class should be appropriate and adequate. Dessie is grade level and has parental involvement. Donnie has internet access at home and parental involvement. Emma has low parental involvement and has internet access at home. Sherlene is above grade level and has some internet and some parental involvement.

Stuart is above grade level and has pinternet at home. Wayne one year below grade level and has a lot of parental involvement which means we have the parent support and he has internet access. National / State Learning Standards: Student should be able to Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. m(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Students should be abke to use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Specific learning target(s) / objectives: Students should be able to discuss the concept and purpose of persuasive writing. They should be able to identify that a specific audience, a clear purpose, supporting reasons, and persuasive word choices make for effective persuasive writing. Teaching notes: This lesson falls within the topic of acknowledging the issue and identifying the argument in order to correctly write a persuasive essay. Agenda: : Ask students about the TV commercials and print advertisements they have seen that are especially persuasive. Ask: What aspect of each advertisement or commercial, such as words or images, is most effective in persuading the audience?

Explain that each commercial or advertisement is targeted to a specific audience. Distribute a variety of magazine advertisements to the class geared toward preteens (e.g., advertisements for iPod, sneakers, clothing lines). Ask: Who is the audience for these advertisements? What makes the advertisement appealing or not appealing? action where denominators are different. Formative assessment: Divide students into groups.

Distribute colored markers and poster paper to each. Have each group select one of the advertisements they chose to critique. Explain to students that they will create an advertisement for the same product, but it should be targeted to a different audience. Academic Language: Key vocabulary: The key terms are not included with lesson plan. Vocabolary will vary by commercial chosen by students.

Function: The language will enhance the use of reading skills and clarity in communication while and viewing persuasive arguments. Learners will show their understanding through identifying negatve and positives for the argument. Form: Language and terms will be identified throughout the process. Students will show that they have mastered how to successfully write a persuasive essay. Instructional Materials, Equipment and Technology: Students will require a mathematics book while the teacher will need white board, markers of different colors, e-beam, internet among other relevant materials.

Grouping: This lesson will require mixed ability grouping so that learners whose performance in mathematics and reading is below grade level may benefit from the others. II. Instruction A. Opening Prior knowledge connection: The prior knowledge required here is reading strategies and effective writing. Anticipatory set: Students may effective writing and everyday resources to ccommercials and everday current events.

B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation III. ASSESSMENT Summative Assessment: Learners will perform short tasks in class to measure their understanding of the effective writing and reading strategies in order to complete persuasive essay. Differentiation: For learners having challenges, they may use other resources and medial tools such as a desktopcomputer,electronic books (IES, 2016). Closure: Students may share knowledge learned in their groups by assisting each other with quick explanations.

Questions for closure may include difficulties encountered, and whether they enjoyed the lesson. The concept learned may be tranferred to areas of real life problems like sharing of items, and planning with even advertsements. Homework: The home given will concentrate on short essays and writing skills.There will also be multiple choice testing the same concepts. This homework is skill-based practice that will help learners remember and practice skills learned in class. References IES. (2016).

IES PRACTICE GUIDE READING . Retrieved from SetNumber:1. West Virginia Department of Education. (2016). Formative assessment . Retrieved from 1 of 4

Paper for above instructions

Persuasive Writing Lesson Plan
Lesson Summary and Focus:
The focus of this lesson is to teach students how to construct and analyze persuasive arguments, specifically focusing on commercial advertisements. The objective is for students to identify the strengths and weaknesses of various persuasive forms of communication while enhancing their ability to write persuasive essays.
Classroom and Student Factors:
The class is divided into three groups:
- Group 1: Dessie, Donnie, and Emma (Grade-Level Students, No IEP).
- Group 2: Arturo, Diana, and Wayne (One Year Below Grade Level).
- Group 3: Bertie, Sharlene, and Stuart (Above Grade Level).
Students are from varied backgrounds, with some having access to the internet at home and others not. The instructor will ensure inclusivity by providing ample support to students lagging behind, like Arturo, who may struggle with comprehension due to being below grade level.
National/State Learning Standards:
- Students should be able to support claims with logical reasoning and relevant, accurate data, utilizing credible sources (Standards for English Language Arts, 2017).
- Students should create cohesion in writing through appropriate word choice, clarifying the relationship among claims, counterclaims, reasons, and evidence (Common Core State Standards, 2010).
Specific Learning Targets/Objectives:
1. Students will discuss the concept and purpose of persuasive writing.
2. Students will identify key elements that make writing persuasive, including target audiences, clear purposes, supporting reasons, and effective word choices.
Teaching Notes:
This lesson is part of a larger unit focusing on persuasive writing, emphasizing identifying arguments and constructing essays effectively.
Agenda:
1. Introduction: Engage students by asking about persuasive commercials/advertisements they have encountered. Focus discussions on specific elements that make these communications compelling.
2. Explore audience targeting by distributing various magazine advertisements aimed at preteens. Discussion should highlight target demographics and appeal factors.
3. Group Work: Divide students into mixed-ability groups with colored markers and poster paper to create an advertisement targeting a different audience.
Academic Language:
Key vocabulary may include terms such as audience, purpose, reasoning, evidence, persuasive techniques, and rhetorical devices. This vocabulary will be incorporated as students engage with their materials.
Instructional Materials, Equipment, and Technology:
- Students will need access to a variety of magazines or digital resources, markers, and poster paper.
- The instructor will utilize whiteboards and electronic devices with appropriate online resources (U.S. Department of Education, 2017).
Grouping:
Students will be grouped heterogeneously, allowing below-grade-level students to gain from rich discussions and higher-level peers, fostering collaborative learning.
Instruction:
A. Opening
- Prior Knowledge Connection: Review previous lessons on argumentative writing and effective communication strategies.
- Anticipatory Set: Introduce current advertisements that students may have seen in everyday life, prompting them to connect to their experiences.
B. Learning and Teaching Activities:
- I Do: The teacher will model how to analyze an advertisement, identifying its persuasive elements explicitly.
- We Do: Engage the whole class in critiquing a few advertisements together, emphasizing identification of their target audience and persuasive techniques.
- You Do: Students will work in groups to analyze selected advertisements and then create their advertisements for a different audience.
Differentiation:
- Students requiring additional support, including those struggling with reading like Arturo, will have access to resources such as audiobooks and visual aids.
- Assignments may be tailored to allow for different modalities, so students can choose to demonstrate understanding through writing, audio recordings, or visual presentations (Tomlinson, 2014).
III. Assessment:
Summative Assessment:
Students will complete a persuasive essay as an in-class assignment to measure understanding of the techniques discussed.
Differentiation for Assessment:
- Allow students with challenges to use multimedia tools for their persuasive essays.
- Additional resources will be provided for both below-level and above-level learners to facilitate their writing efforts.
Closure:
Students will share their group work and reflect on any challenges encountered during the lesson. Discuss potential real-life applications of persuasive writing, such as in collaborative projects or advertising.
Homework:
Students will write a short persuasive essay, ensuring they apply the techniques learned in class. A multiple-choice quiz will reinforce key concepts addressed during the lesson.
References:
1. Common Core State Standards Initiative. (2010). English Language Arts Standards. Retrieved from [http://www.corestandards.org](http://www.corestandards.org)
2. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
3. U.S. Department of Education. (2017). Technology in Education. Retrieved from [https://www.ed.gov/about/offices/list/os/applied-tech/career-tech.html](https://www.ed.gov/about/offices/list/os/applied-tech/career-tech.html)
4. The National Council of Teachers of English. (2018). Adolescents and language arts: A significant need. Retrieved from [http://www.ncte.org/](http://www.ncte.org/)
5. West Virginia Department of Education. (2016). Formative Assessment. Retrieved from [http://wvde.state.wv.us/assessment/](http://wvde.state.wv.us/assessment/)
6. National Council of Teachers of English. (2019). The Students’ Right to Their Own Language. Retrieved from [http://www.ncte.org/](http://www.ncte.org/)
7. Graham, S., & Perin, D. (2007). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. A Report to Carnegie Corporation of New York. Retrieved from [https://www.carnegie.org/publications/writing-next/](https://www.carnegie.org/publications/writing-next/)
8. IES. (2016). IES PRACTICE GUIDE: Teaching Elementary School Students to Be Effective Writers. Retrieved from [https://ies.ed.gov/ncee/wwc/](https://ies.ed.gov/ncee/wwc/)
9. National Writing Project. (2011). Writing in the Schools. Retrieved from [http://www.nwp.org/](http://www.nwp.org/)
10. State Standards for Writing. (2018). Retrieved from [http://www.corestandards.org/](http://www.corestandards.org/)
This lesson plan aims to foster critical thinking and persuasive writing skills by engaging students through real-world examples, group collaboration, and personalized feedback while accommodating diverse learning needs.